8-114研究生: 陳淑丹 (Chen　Shu Dan)

指導教授: 陳木金 博士
學位類別: 碩士
校院名稱: 國立台北師範學院
系所名稱: 國民教育研究所
學號: 8889021
學年度: 90
語文別: 中文
論文頁數: 291

論文題目及摘要(中文)

高中多元入學方案目標達成及其對國中學生選校的影響之研究

本研究旨在瞭解台北縣國三學生對高中多元入學方案目標達成程度的看法，暨多元入學方
案目標達成程度與國中學生在選校的差異。透過目標達成程度的探討暨學生選校的意願、
態度、訊息、輔導之情形，瞭解本方案目標達成狀況及在國三學生選校方面的差異。
本研究首先進行高中多元入學相關文獻探討，其次依循研究目的與待答問題，設計「高中
多元入學方案目標達成及其對國中學生選校的影響調查問卷」以及「教育相關人員對高中
多元入學方案目標達成暨影響選校的看法之訪談大綱」;對台北縣國三學生施予調查研究，
並訪談教育相關人員。將以上研究所獲得資料進行分析處理，歸納出下列結論:
一、高中多元入學方案達成程度以「升學當地高中」達成程度高，「紓解
升學壓力」達成程度最低。
高中多元入學方案目標達成程度依序為「升學當地高中」、「提
升測驗試題品質」、「多元入學方式」、「紓解升學壓力」。
二、高中多元入學方案因學生背景變項不同而有差異
（一）父親教育程度為高中、職的學生，認為紓解升學壓力目標的達成程
度較高。
（二）男學生、長子（女）、父親為軍警人員、鄉村的學生認為多元入學
方式目標達成程度較高。
（三）長子（女）與中間子（女）、母親教育程度為小學或國中者、縣轄
市或鎮與偏遠學校的學生認為升學當地高中目標達成程度較高。
（四）父母親為軍警人員或退休、家管、失業者之學生認為提昇測驗試題
品質目標達成程度較高。
三、國三學生選擇理想高中的意願強烈
國三學生想重考的人數很少，並認為選擇理想高中很重要，而且
有意願就讀理想高中。至於能否進入理想高中，則認為如果學力測驗
分數很高者，會比較有信心。
四、國三學生在「選校態度」上看法之差異
（一）選校主要考慮的因素是「公立或私立學校」、「基本學力測驗成
績」、「交通問題」。
（二）高中多元入學方案應發揮「培養知識能力」、「指引未來發展方
向」、「增加就學機會」的功用。
（三）就讀「心目中理想高中」、「未來就讀大學」及「制度如此別無選
擇」是國三學生參加高中多元入學方案的重要動機。
（四）多數學生準備高中多元入學感覺「壓力十分沉重」、「沒有時間作
其他事」、「讀書變得乏味」。
五、國三學生在「選校訊息」上看法之差異
（一）對高中學校的認識和了解的資料來源，以來自「師長解說」、「學
校說明會」與「父母兄姊的協助」。
（二）父母、師長、同學是國三學生升學選校訊息的重要影響者。
（三）71.6﹪的學生表示僅部分瞭解多元入學訊息，而對多元入學訊息的
瞭解與否，是國三學生參加多元入學方案的重要影響因素之一。
（四）80.9﹪的學生表示僅部分支持多元入學方案，而對多元入學方案支
持與否，國三學生認為並不重要。
六、國三學生在「選校輔導」上看法之差異
（一）應加強「創造思考能力」、「生活中解決問題能力」、「知識傳
授」的輔導。
（二）選校時需要獲得「父母師長的意見」、「公佈高中各校最低錄取分
數」、「對高中多元入學制度的瞭解」等幫助。
（三）77.5﹪的學生僅「部分贊成」以基本學力測驗作為入學門檻。
七、國三學生心目中理想的高中
首要的選擇是離家近的高中，其次為台北市一般高中，接著是台
北市前三志願的高中。
八、高中多元入學方案目標達成程度不同之高、中、低三組學生在選校上
看法之差異
（一）「選校意願」方面
　 高分組學生認為「有任何學校就去讀」的百分比顯著較高，此
外對「選擇理想高中之重要性」、「進入理想高中之信心」的平均
數較高。
（二）「選校態度」方面
1、高分組學生選校考慮的因素為「學費高低」；方案的功用是「培養知
識能力」；對多元入學感到滿意」等之百分比顯著較高。
2、中分組學生對多元入學感覺「前途被他人操縱」、「沒有時間作其他
事」、「心情愉快」、「生活充滿動力」百分比顯著較高。參加
多元入學動機是為了「就讀理想高中」。
3、低分組學生選校考慮的是「基本學力測驗成績」、「學校排名」、
「將來的發展」、「錄取標準」、「興趣與性向」、「學校風氣」；對
多元入學感覺「沒有時間作其他事」，以上項目其百分比顯著較高。
（三）「選校訊息」方面
1、高分組學生獲得訊息管道是來自「父母兄姊」；對多元入學訊息持著
「部分瞭解」之看法的百分比顯著較高。
2、中分組學生對高中多元入學方案持著「部分瞭解」、「完全不支持」
之看法的百分比顯著較高。
3、低分組學生認為選校訊息的影響者主要為「同學」；對多元入學持著
「完全瞭解」、「完全支持」之看法的百分比顯著較高。
（四）「選校輔導」方面
1、高分組學生選校需要的幫助為「對高中多元入學制度的瞭解」；且不
完全贊同以學力測驗為入學門檻；心目中理想高中是「台北市一般高
中」、「離家近的高中」，以上選項之百分比顯著較高。
2、中分組學生心目中理想高中是「縣立完全中學（高中部）」、「台北
市一般高中」。
3、低分組學生認為選校輔導項目應為「創造思考能力」、「選擇學校能
力」；選校需要的幫助為「知道高中錄取人數」；心目中理想高中是
「縣立完全中學（高中部）」、「台北市前三志願」，以上選項之百
分比顯著較高。
最後根據調查研究結論，對「教育行政機關」、「國民中學學校行政」、「未來研究」等
三方面提出建議，期能供行政研究暨實務上之參考。

論文題目及摘要(英文)

The senior high school diversified admission program and its impact on choosing a school for junior high school students.

This research aims at understanding the viewpoints of the third-grade junior
high school students in Taipei counties on the goals of the senior high school
diversified admission program, and its impacts on choosing a school for the
junior high school students.　By discussing the goals and students'
inclination, attitude, information, and consultation of choosing a school,
this research contributes to understand the achievement possibility of the
goals and its influences on the third-grade junior high school students in
choosing a school.
　At first this research investigated the documents that related to the
diversified admission, followed by designing “surveys on the achievement
possibility of the goals of the diversified admission program and its impact
on choosing a school for junior for high school students” and “interviews
with the educational personnel on the achievement possibility of the
diversified admission and its impact on choosing a school” on the basis of
the goals of the research and the questions to be answered, by means of making
investigations and doing researches on the third-grade junior high school
students in Taipei county and interviewing with education-related personnel.　
Through analyzing and processing, the information from the research sums up
the following conclusion:
1.For the third-grade junior high school students,
　the achievement of “enrolling in local senior high school”
　possesses the highest possibility, while the achievement of
“relaxing the pressure of admission” possesses the least
　possibility.　By sequences, the achievement possibility of
　the goals of the senior high school diversified admission are
　“enrolling in the local senior high school”, “promoting
　the quality of the examinations”, “the methods of the
　diversified admission” and “relaxing the pressure of
　admission”.
2.The diversified admission varies from the student's
　background.
A.Students whose father's education is senior high school or
　vocational school that considers a higher possibility in the
　achievement of “relaxing the pressure of admission”.
B.Students who are male, the first son (daughter), whose father
　is a soldier or policeman and who are from rural areas
　believe a higher possibility in the achievement of “the
　manners of the diversified admission”.
C.Students who are the first son, the second child, whose
　mother's education is elementary school or junior high
　school and who study in counties or towns or remote areas.
　They think that a higher possibility in the achievement of
　“enrolling in the local senior high school”.
D.Students whose parents are soldiers, policemen, retired,
　housekeepers, or unemployed regard a higher possibility in
　the achievement of “promoting the quality of the
　examinations”.
3.The inclination of choosing an ideal senior high school for
　the third-grade junior high school students.
　A small numbers of the third-grade junior high school
　students intend to take the examination again and think that
　it is important to choose an ideal senior high school, while
　with the intention to study.　As for enrolling in the ideal
　school, they think that the more scores they get, the more
　confidence of entering the school they have.
4.The variations on the attitude of choosing a school for the
　third-grade junior high school students.
A.The main factors of choosing a school are “public schools or
　private schools”, “the basic capability examination
　scores” and “the traffic”.
B.The senior high school diversified admission program should
　develop the functions of “cultivating knowledge and
　skills”, “guiding students' future development” and
　“increasing the opportunities of admission”.
C.“Enrolling in an ideal senior high school”, “enrolling in
　the university in the future” and “this program leaving
　them no choice” are important motivations for the third-
　grade junior high school students to participate in the
　senior high school diversified admission.
D.Most students preparing for the diversified admission feel
　themselves suffering from great pressure, having no time for
　other business and bored at studying.
5.The differences of “information on choosing a school” for
　the third-grade junior high school students.
A.The information for senior high schools comes from
　“explanations of the teachers”, “explanations of the
　school”, and “assistance from parents and siblings”.
B.“Parents”, “teachers” and “classmates” are important
　influences for the third-grade junior high school students in
　admission and choosing a school.
C.71.6% of students indicate only part grasp of the diversified
　admission and its influences on the third-grade junior high
　school students.
D.80.9% of students reveal part support for the diversified
　admission, and think it making no difference whether they
　support or not.
6.The differences of “consultation on choosing a school” for
　the third-grade junior high school students.
A.Emphasis on the consultation of “abilities of creativity and
　thinking”, ”abilities of solving problems in daily life”
　and ”passing on knowledge”.
B.Required assistance on “the suggestions from parents and
　teachers”, “the least admission grades of senior high
　schools” and “understanding of the senior high school
　diversified admission”.
C.77.5% students partly support entering the school on the
　basis of the basic capability examination.
7.The ideal senior high school for the third-grade students in
　junior high schools.
　Their first choice is the senior high schools in
　neighborhoods, while the second is the general senior high
　schools in Taipei city, followed by the top of three senior
　high schools in Taipei city.
8.The differences of choosing a school for the high-score,
　middle-score and low-score students under the senior high
　school diversified admission program.
A.For “Inclination of choosing a school”
　A high percentage of high-score students think that they
　would enroll in any permitting schools, and a high average of
　these students agree with “the importance of choosing an
　ideal senior high school” and “the confidence of enrolling
　in an ideal senior high school”.
B.For “the attitude of choosing a school”
a.The factors of choosing a school for high-score students are
　“cost of the tuition” .　The function of the program is to
　develop knowledge and abilities.　A high percentage of
　students feel satisfied with the diversified admission
　program.
b.A larger percentage of middle-score students feel that whose
　future being controlled by others, not having time for other
　business, keeping a delighted mood and full of energy in
　their lives, while their motivation of participating in the
　diversified admission is to enroll in an ideal senior high
　school.
c.The considerations for low-score students in choosing a
　school are “the basic capability examination scores”,
　“ranks of the school”,　“future development”, “and the
　admission standard”, “interests and aptitudes” and
　“styles of the school”.　A larger percentage of these
　students think that such a program leaves them no time for
　other business.
C.For “information on choosing a school”
a.High-score students obtain such information via “their
　parents and siblings ”, while a high percentage of them only
　partly understand the diversified admission information.
b.Middle-score students, a large percentage of them only partly
　understand the information, yet unfulfilled support the
　diversified admission program.
c.A large percentage of low-score students obtain such
　information via “classmates”, deem themselves to fully
　understand the information and totally support the
　diversified admission program.
D.For “consultation of choosing a school”
a.When choosing a school, a high percentage of high-score
　students require assistances of “the understanding of the
　senior high school diversified admission program”; these
　students “partly agree with” enrolling in the school based
　on the basic capability examination grades and whose ideal
　senior high schools are “general senior high schools in
　Taipei city”.
　whose ideal senior high schools are “general senior high
　schools in Taipei city”, “in the vicinity of general senior
　high”.
b.A high percentage of middle-score students , whose ideal
　senior high schools are “general senior high schools in
　Taipei city”, “county complete high schools (the senior
　high school department) ”.
c.A high percentage of low-score students require consultation
　more on “abilities of creativity and thinking”, “ability
　of choosing a school” , who need the assistance of “the
　amount of enrollees of senior high schools”　when choosing a
　school, and whose ideal senior high schools are county
　complete high schools (the senior high school department) and
　the top of three senior high schools in Taipei city.
　Eventually, I provide some suggestions, such as educational administration
department, junior high school administration, and continuous research, as
reference for administration research and practices.

關鍵字：

1.高級中學多元入學方案 Diversified Admission Program of senior high school.
2.高級中學多元入學方案目標 the goals of the diversified admission program of senior high school.